Effects of Matching Multiple Memory Strategies with Computer-Assisted Instruction on Students’ Statistics Learning Achievement
Ying Liao 1
,  
Wen-He Lin 2, 3  
 
 
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1
School of Statistics, Jiangxi University of Finance and Economics, Jiangxi, CHINA
2
College of Management & College of Tourism, Fujian Agriculture and Forestry University, Fujian, CHINA
3
Research Center for Strait Business Management, Fujian Agriculture and Forestry University, Fujian, CHINA
Publish date: 2016-10-13
 
EURASIA J. Math., Sci Tech. Ed 2016;12(12):2921–2931
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ABSTRACT
Background:
The cultivation of fundamental statistical literacy should be a key in the learning area of mathematics at the stage of compulsory education. The emphasis on the expression and communication of charts, the understanding of preliminary concepts of sampling and probability, and the accurate application of statistical data to real life should be the blueprint of the thematic instruction. To effectively achieve the research objectives and test the research hypotheses, the nonequivalent pretest posttest control group design model is utilized for the experimental research.

Material and methods:
Total 208 students in Fuzhou University are sampled for the 15-week experimental instruction, 3hr per week for total 45 hours.

Results:
The research results are summarized as below. 1. Multiple memory strategies reveal significant effects on learning outcomes. 2. Multiple memory strategies appear remarkable effects on learning gains. 3. Computer-assisted instruction presents notable effects on learning outcomes. 4. Computer-assisted instruction shows significant effects on learning gains. 5. Matching multiple memory strategies with computer-assisted instruction could remarkably promote learning outcomes. 6. Matching multiple memory strategies with computer-assisted instruction could notably enhance learning gains.

Conclusions:
suggestions are proposed to help the statistics instruction in mathematics and promote students’ statistics learning achievement.

eISSN:1305-8223
ISSN:1305-8215